It's a simple and beautiful moment. A mother holds her toddler while a father sings a sweet tune to the tune of "Twinkle Twinkle Little Star." However, this baby is connected to a thin tube that carries vital nutrients to the heart, and this lullaby is sung in the stillness of the NICU.
Lillian Austin Hook was born a month premature at 31 weeks and had surgery three days later for triple intestinal atresia, a defect that causes a blockage in the gut.
Since arriving in the ICU, Lillian and her parents, Benjamin and Kara, have met three days a week with Emily Pivovarnik, an ICU music therapist who works at MU. The brewer sits in a chair directly in front of Kara, strums his guitar softly while singing a meditative song, and asks Lillian's parents to massage her head, limbs, and back.
Brewer's beaming smile and soothing voice illustrate medicine's tendency to silently grow in a sterile environment. More and more medical professionals are integrating art into their medical practice.
The arts and science are sometimes viewed as separate fields, with the humanities viewed as secondary to medical education. However, proponents of the use of art in medicine argue that the sick and dying - and those who care for them - need to be humanized.
This ritual is scientifically proven. The type of music therapy practiced by Brewer helps children reduce their fight-or-flight response and neutralize the negative stimuli of the hospital environment. With each baby she sings for, Brewer gazes at a monitor next to the incubator as neon lines and numbers show the baby's heart rate slowing and blood oxygen levels rising before her eyes.
Ever since Brewer took piano lessons as a teenager, healing and music have gone hand in hand. My grandfather was in a nursing home for people with dementia at the time. He met her every day after school, took her portable keyboard to practice, and stayed after office hours. As the memory fades, it still lights up when Brewer plays his favorite song, "Winter Wonderland Walk."
"It's amazing how he moved me after I started acting and didn't know who I was," she said.
Part of the reason Brewer ended up at MU was because it was one of the few institutions in the country offering music therapy training in intensive care units. He also spent time at the University Hospital, working with older children, playing simple music to encourage them to get up and play, or helping them imagine dinosaurs and magic carpets to distract them from pain and fear. Through his words and songs, children use their imaginations to escape the hospital grounds. Much of her work is done in the NICU, where she prepares simple, gentle therapies to protect her sensitive hearing.
“I really like helping those that no one will remember. It is very important to me to shape their lives at a young age,” says Pivovarnik.
from industry to medicine and vice versa
When Damon Coyle was young, he told his parents he wanted to be a "medical artist". To this day he doesn't know what he meant by that, but his work at the Shelden Simulation Center, where he creates sculptures that look like physically accurate bleeding body parts, is a description of "doctor-artist". She does.
Coyle is an inventor of simulation, that is, the inventor of medical simulators, products designed to train doctors and nurses in a specific skill rather than in patient practice, and possibly fail. It took three years of medical school and an apprenticeship in sculpture to design eleven running shoes. From clear silicone skin hands to IV piercings to lifelike skulls that mimic the feel of real bone surgery.
Art and science combine at every stage of Coil's creative process. Doctors trained him and he worked on drawings on paper. Then he moves towards the ground.
"This is where the real art begins," said Coyle. "Traditional art is when I have a clay ball in front of me and the clay ball takes on an anatomical shape."
Coyle's scientific curiosity was always rooted in his gift for art. He comes from a design family with a designer grandfather and two older brothers who always had a pen in their hand. Coyle took anatomy classes in high school to learn how to more accurately draw the human form. He majored in biology and minored in art at MU, but eventually realized that going to medical school wasn't for him.
"I quickly realized I didn't have time to practice reality," Coyle said. "I had to leave all art."
Coyle now has plenty of time to hone his craft as a "chronic skill collector." At home he has a carpentry shop where he makes pipes with wonderful motifs. He is not a heavy smoker but is a huge JRR Tolkien fan. He also makes souvenir boxes and furniture, prepares his own flour, and plans to make a bronze someday.
As a student, Coyle's interest in sculpture grew from the realization that while canvas and paper have finite lives, bronze lives almost indefinitely. His new sculptures bend, bleed and live differently, preparing future doctors and nurses with products that connect schools and clinics. Similarly, Quail is the link between medicine and art, spending hours each day studying the human body.
"I think there needs to be a better understanding that art and science aren't separate arts or concepts," Coyle said. "They really come together and come together in so many ways."
Medicine in a troubled world
For decades, doctors have been trained in ways that alienate them from humanity, to their own detriment and the detriment of their patients. Robin Blake, a former professor of medicine at MU who has been a physician for 30 years, entered the medical school at St. Washington University in Louis in the late 1960s. They came closest to liberal arts in their curriculum when they introduced a short course in the history of medicine, held one hour per library week. It was the lowest on the priority list and the students knew it.
However, it didn't take long to notice the flaws in Blake's medical training. He could recite symptoms and treatments from books, but lacked some of the interpersonal skills that would have helped him understand patients. This was particularly evident when he worked in an impoverished Appalachian community for four years.
"I realized that I knew how to diagnose and treat heart failure, but I didn't know how to deal with domestic violence or family dysfunction or how to deal with children in difficult family situations," Blake said. He realized that he could not understand a condition like heart failure without understanding how it affects every aspect of someone's life.
These are the questions and gaps that the Medical Humanities department tries to address. He proposed reforming medical education, which would use the liberal arts to teach skills like critical thinking and empathy. In this medical approach, the patient is the focus and their story is important, recalls Ingrid Berg. Berg is a research fellow in the field of hospice and palliative care at the University of Massachusetts and is also pursuing a master's degree in medicine.
In the past, physicians tended to have a broader education that included many areas of study. At the turn of the 20th century, efforts to make medical practice more rigorous led to professionalization and standardization of the field. Now medical education is very systematic and technical.
"This rigidity can help with learning, with memorization, but it doesn't necessarily help us think critically," Berg said. "And it certainly doesn't help to remember the humanity in what we do."
The best physicians know that there is more to treatment than that. Stacey Turpin Chevens, a medical illustrator at the MU School of Medicine, works well with orthopedic surgeons, physicians, and researchers who need images for patient education or academic materials. They bring him their basic sketches and ideas, and he uses his anatomical models and books to accurately and realistically recreate the body's surface.
In his work, Chivens re-evaluated the work of physicians. He examines how they balance their treatment with the patient's lifestyle or body. This is the personalized approach required for medical humanity's "patient-centered care."
“I realized that science is an art. There is no one-size-fits-all solution for all patients," said Chivens.
Chivens himself works in a niche where occupational medicine serves. Like Coyle, he grew up with a love of science and the arts. He majored in biology at MU, majored in art and completed an MA in medical illustration to attend art school in Italy. At the Academy of Fine Arts in Florence he was involved in the development of the skin class. Écorché means "without skin" in reference to art that exposes the body. In his teaching, artists used sculpture as a means of studying anatomy.
Part of his work now consists of photographing surgeries and washing off blood to make it "look nice" and make it easier for patients to see what's going on in their bodies. He sees himself as a link between patient and doctor.
"(My drawings) make them see the beauty of what's happening," Chivens said. "He appreciates the whole process of how her body works and how medicine can restore everything."
"Great Life Experience"
Robin Blake turned to the humanities in retirement, guided by the belief that doctors should interact with art. His father was an artist for 75 years, so art was always on the sidelines for him. He attended major lectures, took college courses, read books and visited art museums, and became an amateur art critic.
Now she hosts hour-long Zoom calls with medical students and palliative care residents every Friday. He guides them through a structured discussion of different images in an exercise called "Visual Thinking Strategies". They observe closely and describe what they see, even what may seem unimportant at first glance. It is a research-based activity that aims to develop the skills of observation, interpretation, analysis and synthesis, underappreciated but important social skills that clinicians must apply in their daily lives.
“I realized that science is an art. There is no one-size-fits-all solution for all patients," said Chivens.
Berg always attends these zoom calls. She is a mom with an MA in Medical Humanities, her interest in beautiful bookshelves and German language and literature. Berg studied journalism in Czechoslovakia shortly after the fall of the Berlin Wall and embarked on a medical career. Working in the health and fitness industry sparked his interest in the human body, which led him to study kinesiology and pursue a medical degree.
"This enormous life experience, this marinating as a person ... I had a lot to do," said Berg.
He attended medical school in suburban Chicago and moved to rural Wisconsin, where he worked as a general practitioner and hospital doctor. Then came the epidemic that robbed him of the satisfaction he once found in his work, destroyed the patient-doctor relationship, and presented a reality he had not learned to deal with.
"কোভিড অনেক কিছু কিছু, তবে আমি এটি এটি অবশ্যই দেখিয়েছে যে আমরা শেষ শেষ আমাদের মৃত্যু সম্পর্কে সম্পর্কে চিন্তাভাবনার প্রতি মনোযোগ," বলেছিলেন বার্গ “আমরা অবশ্যই জীবনের একটি বিচ্ছিন্ন সমপ্তির রয৸ রয৸ রয৸ ্তুত ছিলাম না যেখানে লোকেরা তাদের প্রিয়জনদর ৮ุয়জনদর .วর পূর্ণ বিচ্ছিন্ন হয়ে পড়েছিল। তাই এটা ছিল একেবারে ধ্বংসাত্মক।"
বার্গ বিশ্বাস করেন যে ডাক্তারদের আরও মািবিক প্প্মানবিক প্্ ণ থাকলে, অনেক কিছু ভিন্ন হতে পারে। উদাহরণস্বরূপ, যদি তারা ওষুধের ইতিহাস সম্পর্কর ত, তারা জানত যে 1918 সালের স্প্যানিশ ফ্লু মহামারদ 50 িি ন মানুষকে হত্যা করেছিল, তাই মারাত্মক শ্বাসযন০র.র রাসটি সত্যিই নজিরবিহীন ছিল না। তারা জানবে যে নির্দিষ্ট ভ্যাকসিন প্রতিরোধ নত়२ একটি বিস্তৃত দৃষ্টিভঙ্গি মহামারী অনিশ্চধ়তমধ .ধ়তমধ থাকা সুযোগগুলি সম্পর্কে সতর্ক করতে পারে।
মানবিকতার সমর্থকরা উল্লেখ করেছেন, শিল্া নিরা়াা়ািা়া় দের নিরাময় করে এবং অনিশ্চয়তা থেকে সুাক্ষা র্ . । শিরায় ব্যাগ, টিউব এবং ঠান্ডা ঠান্ডা জগতের মধ্য দিয়ে শিল্প সুতোর মতো মতো যায় যায় তিনি স্বাস্থ্যসেবা পেশাদারদের রোগীদের সেই সেই শুনতে অনুযায়ী অনুযায়ী করার জন্য জন্য জানান জানান
এটি একটি সহজ এবং সুন্দর মুহূর্ত। বার্গের হাসপাতালের একজন রোগী মেরি অলিভারের দপি দতি দবি ্দ করেন, তাই বার্গ তার স্বামীকে ডেকে আনেন এবং িলিঅলন েখার একটি বই হাসপাতালে নিয়ে আসেন। কবিতা, শিল্প যন্ত্রণা থেকে সংক্ষিপ্ত অবকাশ।
বার্গ এবং অন্যরা রোগী-কেন্দ্রিক, মানবিক-ভিত্তি ্থ্যসেবার জন্য লড়াই চালিয়ে যাবেন বতক্ষণ নমৰ The কন্যার জন্য গান করার মতো স্বয়ংক্রিয় হয়ে ও।েे
The য়।
লিলিয়ানের মিউজিক থেরাপি সেশনের, ছোট্ট মেয়েটি তার তার, কুঁচকে তার তার মায়ের মায়ের কাছে তাকে তাকে জড়িয়ে ধরে গান বাজানোর সময়, ঘুমন্ত লিলিয়ান আটবার হাসে।
অডিও রেকর্ডিং দেখতে, এখানে ক্লিক করুন.
